Dimensions Of Skills Research Articles

Developing Performance Tests to Measure Digital Skills: Lessons Learned From a Cross-National Perspective

This article discusses the development of task-based performance tests designed to measure digital skills among children aged between 12 and 17 years old. The tasks reflect authentic everyday situations to evaluate skill levels. The primary objective is to design performance tests that provide a comprehensive understanding of children’s digital skills. The tests cover three distinct skill dimensions: (a) information navigation and processing; (b) communication and interaction; and (c) content creation and production. These include several subdimensions, offering a detailed perspective on children’s digital skills. The development process itself revealed several methodological challenges that needed to be addressed, yielding valuable lessons for future applications. Key lessons from our cross-national experiences include the importance of involving children early in the design process, using a combination of open-ended and closed tasks, and allocating ample time to walk through the coding scheme.

The teaching design and implementation of “Helicobacter pylori” in medical microbiology

Abstract Background Medical microbiology represents a fundamental core curriculum for medical students. In order to adapt to the cultivation of high-level medical talents under the guidance of the concept of holistic education, the focus of this course is on the development of scientific thinking and professionalism. This paper took the example of Helicobacter pylori, an important pathogen in the digestive system, addressing the teaching design of this chapter in medical microbiology. Teaching design The design of this chapter includes learning objectives, teaching content, teaching model and assessment. The learning objectives were designed under the outcome-based education philosophy, integrating the three dimensions of attitude, skill and knowledge. The content of this chapter is designed to integrate a number of key concepts, including systematic thinking, critical thinking, the One Health perspective, and the mission and responsibility of infectious disease prevention and control. Question-oriented online-and-offline blended teaching model was adopted, and a multi-objective assessment system was applied. Implementation A series of questions were designed before, during, and after the class. These questions served as the primary focus of learning, guiding students through various teaching activities, including online self-study, offline discussion and analysis, and online extended learning. Concurrently, the evaluation is integrated throughout the teaching process, with particular emphasis on formative and process evaluations. Conclusions This teaching design facilitated the achievement of learning objectives and optimized the teaching effect. The students’ self-assessment of their overall improvement in knowledge, skills and attitude, as well as their high level of satisfaction with the classroom environment, is presented herewith. The teaching design of this chapter has a particular demonstrative effect.

Mergers & Acquisitions of Banking Institutions and Customer Satisfaction in Rwanda: A Case of KCB Rwanda & BPR

Purpose: The core aim of this research was to analyse the impact of mergers and acquisitions on consolidated banks’ service quality, by applying modified SERVQUAL model that served as a tool to show the change reflected in the service quality matrix after M&A through service quality demands grouped in dimensions of tangibility, assurance, responsiveness, empathy, employee skills, convenience, reliability, access, and financial aspect in the context of Rwandan banks. Methodology: The target population is composed of 428,000 clients of the two banks at the time of their merger while the sample is 385 clients, number arrived at by using the formula by Mugenda and Mugenda. A descriptive case and explanatory study strategy was utilized as the research sake to define client perception of the quality of service and further aimed to clarify the link between M&A and the quality of service and how it impacts client satisfaction. Findings: The findings from the research revealed that service quality demands are satisfactorily responded in both situations of before and after M&A given that in each situation clients’ expectation is generally met, in the range from 63% to 75% before M&A and 58% to 88% after M&A. The t-tests and ANOVA methods were used to examine the field data gathered with emphasis on statistical significance. The research results then provided the extent of the impact of mergers and acquisitions on the overall quality of service and therefore on clients approval. The analysis shows that M&A exercise allowed the increase of overall clients’ satisfaction from the pre-merger positive overall gap of 0.021 to a post-merger positive gap of 0.135. This positive variation was due to improvement of 8 service quality dimensions in the order of Tangibility for 0.207, Empathy for 0.203, Reliability for 0.194, Assurance for 0.171, Employee Competences for 0.149, Convenience for 0.114, and Financial Aspects and Access for 0.031 each. The decrease of satisfaction was observed only on one quality dimension of Responsiveness for -0.073. For the client satisfaction benefit, the research identified “Promptness” as an area of service quality attributes to improve post-2021 mergers and acquisitions at BPR Bank. Unique Contribution to Theory, Practice and Policy: We recommend that during the exercise of M&A, new banking institutions strive to put in place measures for respecting the promised timing of service delivery.

Study Skills in Graduate Students in An Lms-Supported Learning Environment

Objective: This study examines the efficacy of learning management system (LMS) support in enhancing graduate students; study skills, with a particular focus on the impact of Moodle utilization on academic performance. Theoretical Framework: In the field of education, information and communication technologies (ICT) have played a pivotal role in transforming teaching practices. Moodle has emerged as a prominent electronic learning platform, integrating learning resources into a digital environment. Previous studies have demonstrated that using LMS platforms like Moodle can improve certain study skills in students. Method: The research employed a quasi-experimental pretest-posttest design. Two groups of 47 students each were formed: an experimental group (using Moodle) and a control group (using traditional methods). The efficacy of the intervention was evaluated by measuring nine dimensions of study skills using a 60-item questionnaire administered before and after the intervention. Results and Discussion: The experimental group exhibited notable advancement in six of the nine assessed areas in the posttest, outperforming the control group in aspects such as motivation for learning, organization and planning, and resource utilization. However, no significant improvements were observed in essay writing and effective listening skills. Research Implications: Findings suggest that using Moodle can enhance various study skills; however, it is essential to adapt LMS platforms to meet the specific needs of students and educational contexts. Originality/Value: This study makes a significant contribution to the field of educational technology by demonstrating Moodles potential to enhance study skills in graduate students. It also highlights the need for further research on its implementation across different educational contexts in order to gain a deeper understanding and optimize learning management system (LMS) platforms.

Identification and ranking of oil pollution by developing a preventive management and emergency response model against pollution: A case study of a mega port on the northern coast of the Persian Gulf

Oil pollution remains a critical environmental challenge in maritime transportation, significantly impacting marine ecosystems and coastal communities. This study investigates oil pollution incidents at the loading and unloading docks of Imam Khomeini Port and aims to develop a comprehensive prevention and emergency response management model. We conducted a thorough evaluation of environmental components, specifically Total Petroleum Hydrocarbons (TPHs), and utilized the Technique for Order of Preference by Similarity to Ideal Solution (TOPSIS) to identify and prioritize risks. Key findings revealed four emergency pollution scenarios, highlighting critical areas that require immediate intervention. Our analysis underscored essential agenda items for effective emergency response planning, scoring 4.4 for environmental resource conservation and 4.35 for pre-incident responsibility assignment. Furthermore, a McKinsey Gap Analysis identified seven strategic priorities for the emergency response plan, indicating substantial weaknesses in the strategy (1.65) and skills (1.75) dimensions, demonstrating inadequate crisis preparedness. These results emphasize the urgent need for a robust emergency response model tailored to mitigate oil pollution risks. By addressing identified gaps, this study provides a strategic framework for enhancing environmental management practices at the port, fostering more sustainable operations in the Persian Gulf region. Ultimately, our findings advocate for collaborative efforts among stakeholders, including national and international organizations, to implement rigorous environmental policies and effective monitoring systems to safeguard marine environments against oil pollution.

Assessment of Informatics Competency Among Nursing Faculty Members and Its Application in Educating Nursing Students at Abadan Nursing Faculty

Background: Nursing informatics in educational activities can serve as a strategy to bridge the gap between clinical practice and nursing education programs. Objectives: This study aimed to assess the informatics competency of nursing faculty members and its application in educating nursing students at Abadan Nursing Faculty. Methods: This descriptive-analytical research was conducted in 2023 at Abadan Nursing Faculty. The sample consisted of 73 faculty members from the nursing, operating room, and anesthesia departments, who were included in the study through census sampling. Data collection was performed using the standardized Nursing Informatics Competency Assessment Tool (NICAT) and an electronic teaching aids checklist. Data were analyzed using SPSS version 18, with independent t-tests, one-way analysis of variance (ANOVA), and Pearson’s correlation at a significance level of P < 0.05. Results: The mean score of faculty members’ nursing informatics competency at the Nursing Faculty was 110 out of a maximum of 150, placing it within the proficient range. The highest score for nursing informatics competency was related to the informatics literacy dimension (47.65), while the lowest was related to the information management skills dimension (19.54). Information management skills (r = 0.881, P < 0.001), computer literacy (r = 0.871, P < 0.001), and informatics literacy (r = 0.976, P < 0.001) were significantly correlated with nursing informatics competency. Faculty members reported the highest use of multimedia content development (mean score = 4.19) and the lowest use of robotic surgery (mean score = 1.71). Conclusions: Faculty members’ informatics competency was reported to be at a proficient level. However, due to advancements in technology and transformations in nursing care, it seems necessary to improve nursing faculty members’ abilities in all aspects, particularly in the information management skills dimension. It is recommended to hold faculty development programs regarding the integration of technology into the curriculum to elevate the quality of education.

English Instructors' Self-Efficacy Beliefs Regarding 21st-Century Skills and their Implementation and Assessment in the Classroom

This study examines the self-efficacy beliefs of English Language Preparatory Program (EFL) instructors in teaching and assessing 21st-century skills and their integration into English classes. Utilizing a single and relational screening research design, data were collected via an online survey from 98 English language instructors employed at university preparatory schools providing intensive English instruction. The survey, including 72 items on eight dimensions of 21st century skills, employed a 5-point Likert-type scale. The results revealed discrepancies between instructors’ knowledge of these skills and their implementation of them in their classes. Instructors implemented these skills in their classes at a moderate level. Overall, instructors’ competency in integrating and assessing 21st-century skills fell below the standards expected in higher education institutions. These findings offer important implications and provide practical suggestions for improving the implementation and assessment of 21st-century skills.

The influence of emotional intelligence and employee motivation on employee performance in telecommunication companies in the sultanate of Oman

This study examines the impact of emotional intelligence (EI) and employee motivation on employee performance within the telecommunication industry in the Sultanate of Oman. The target population consisted of 4344 non-managerial employees across nine telecommunication companies, including Omantel, Ooredoo, Vodafone, Oman Broadband Company, Awasr Oman & Co, TEO, Oman Tower Company L.L.C, Helios Tower, and Connect Arabia International. Employing a deductive research approach, finally data were collected via an online survey from 354 respondents. The hypotheses were tested using multiple regression analysis. The results indicate that all dimensions of EI self-awareness, self-regulation, empathy, and social skills positively and significantly influence employee performance, with social skills having the strongest effect. Furthermore, both intrinsic motivation factors, such as work itself and career development, and extrinsic motivation factors, including wages, rewards, working environment, and co-worker relationships, significantly enhance employee performance. The interaction between EI and employee motivation was found to amplify these positive effects. Among control variables, age and education level showed significant impacts, while gender did not. These findings underscore the critical role of both emotional intelligence and motivation in driving employee performance. The study suggests that managers and policymakers should adopt integrated strategies that develop EI competencies and enhance motivational factors to optimize employee performance, thereby contributing to the success of organizations in the telecommunication sector.

Older adults and robot literacy

ABSTRACT Robots have acquired roles in the provision of information and services. Older adults may interact with robots in many settings, including their homes and public places and, for example, care settings in or outside their homes. In older adults’ care, robots are used to assist their daily tasks, such as cleaning, eating, dressing, bathing, social interaction, entertainment, and medication taking. Consequently, older adults are required to have robot literacy, which has been suggested as a subset of media literacy. However, up to date, only a few researchers have defined robot literacy. In this conceptual article, we first discuss robots in the everyday lives of older adults. Second, drawing on previous studies on media literacies, digital competences, human-robot interaction and other relevant research fields, we define robot literacy as a multidimensional set of skills comprising the following seven skill dimensions: 1) awareness of robots; 2) interaction with robots; 3) understanding and evaluation of the information provided by robots; 4) understanding the data security and privacy of robots; 5) programming of robots; 6) ethical reflection; and 7) providing and receiving social support. Finally, we discuss the applicability of the concept of robot literacy and the limitations of our definition of the concept.

Effects of cognitive training and group psychotherapy on cognitive performance of post COVID-19 patients: an exploratory and non-randomized clinical trial

Cognitive complaints are common signs of the Post COVID-19 (PC) condition, but the extent and type of cognitive impairment may be heterogeneous. Little is known about neuropsychological treatment options. Preliminary evidence suggests cognitive symptoms may improve with cognitive training and naturally over time. In this clinical trial, we examined whether participation in a weekly group consisting of cognitive training and group psychotherapy is feasible and would exert beneficial effects on cognitive performance in PC and whether improvements were associated with intervention group participation or represented a temporal improvement effect during syndrome progression. 15 PC patients underwent an 8-week intervention. Cognitive performance was assessed before and after each intervention group participation. A control group of 15 PC patients with subjective neurocognitive or psychiatric complaints underwent two cognitive assessments with comparable time intervals without group participation. To attribute changes to the intervention group participation, interaction effects of group participation and time were checked for significance. This is an exploratory, non-randomized, non-blinded controlled clinical trial. Within the intervention group, significant improvements were found for most cognitive measures. However, significant time x group interactions were only detected in some dimensions of verbal memory and visuo-spatial construction skills. Significant time effects were observed for attention, concentration, memory, executive functions, and processing speed. The intervention setting was feasible and rated as helpful and relevant by the patients. Our results suggest that cognitive symptoms of PC patients may improve over time. Patients affected by both neurocognitive impairments and mental disorders benefit from group psychotherapy and neurocognitive training. The present study provides evidence for a better understanding of the dynamic symptomatology of PC and might help to develop further studies addressing possible therapy designs. The main limitations of this exploratory feasibility trial are the small sample size as well as the non-randomized design due to the clinical setting.

Research on the Design of Academic Evaluation Standards of E-commerce Professional Group in Secondary Vocational Schools based on the Integration of Post-course Competition Certificate: Taking Short Video Courses as an Example

Given the subjective and one-sided problems existing in the current evaluation system of e-commerce courses in secondary vocational schools, this paper puts forward the implementation path of “four in one.” Through the integration of big data technology, knowledge graph technology and the PGSD ability analysis model, the evaluation graph is constructed, aiming at achieving comprehensiveness, adaptability, professionalism, scientific and objectivity of the evaluation. The evaluation graph includes a three-tier structure of evaluation system, knowledge domain and skill dimension, and systematically distributes weights to realize the development of multi-dimensional evaluation and personalized learning path.

Quality Education: Development and Validation of Analytical Thinking and Entrepreneur Thingking Skills in Science Learning

Objective: In Indonesia, programs amid the widespread were proceeded and reinforced into the Merdeka Belajar program which was actualized more comprehensively through 4 programs counting online get to, instructor preparing, learning materials, and crisis educational programs. In any case, the existing science education in Indonesia has to be changed into a unused paradigm that includes the aptitudes required within the period of mechanical transformation 4.0 and society 5.0. These skills include analytical thinking and entrepreneurial thinking. Method: This type of research is Research and Development (R&D) research with the Design-based Research (DBR) development model adapted from Plomp. Focus Group Discussion aims to equalize perceptions and make decisions on the dimensions of analytical thinking and entrepreneurial thinking skills. Focus group discussion involved 25 respondents who are experts in their fields, consisting of 25 experts including 3 professors, 10 doctors, 3 masters, and 9 practicing Senior High School Science Teachers. The research data were analyzed with descriptive statistics to obtain averages and percentages. The Focus Group Discussion process was carried out for 2 cycles to obtain an agreement regarding the dimensions of analytical thinking skills (AT) and entrepreneurial thinking skills (ETS). Results and Discussion: The results of the development of the dimensions of analytical thinking skills consist of Analysis, Organization, Generalization, and Evaluation. While the aspects of entrepreneurial thinking skills include Good Planning, Strategic Thinking, Creativity, Communication, And Leadership. The validity results show that all instruments have a validity value > 0.83%. Research Implications: The implication of this research is that this research is expected to be a reference for teachers to empower higher order thinking skills. As well as being a reference for independent curriculum education policies related to the future competencies needed by students

Development of a basic evaluation model for manual therapy learning in rehabilitation students based on the Delphi method

ObjectiveManual therapy is a crucial component in rehabilitation education, yet there is a lack of models for evaluating learning in this area. This study aims to develop a foundational evaluation model for manual therapy learning among rehabilitation students, based on the Delphi method, and to analyze the theoretical basis and practical significance of this model.MethodsAn initial framework for evaluating the fundamentals of manual therapy learning was constructed through a literature review and theoretical analysis. Using the Delphi method, consultations were conducted with young experts in the field of rehabilitation from January 2024 to March 2024. Fifteen experts completed three rounds of consultation. Each round involved analysis using Dview software, refining and adjusting indicators based on expert opinions, and finally summarizing all retained indicators using Mindmaster.ResultsThe effective response rates for the three rounds of questionnaires were 88%, 100%, and 100%, respectively. Expert familiarity scores were 0.91, 0.95, and 0.95; coefficient of judgment were 0.92, 0.93, and 0.93; authority coefficients were 0.92, 0.94, and 0.94, respectively. Based on three rounds of consultation, the model established includes 3 primary indicators, 10 secondary indicators, 17 tertiary indicators, and 9 quaternary indicators. A total of 24 statistical indicators were finalized, with 8 under the Cognitive Abilities category, 10 under the Practical Skills category, and 6 under the Emotional Competence category.ConclusionThis study has developed an evaluation model for manual therapy learning among rehabilitation students, based on the Delphi method. The model includes multi-level evaluation indicators covering the key dimensions of Cognitive Abilities, Practical Skills, and Emotional Competence. These indicators provide a preliminary evaluation framework for manual therapy education and a theoretical basis for future research.

The skills dimension in the talent acquisition processes of Greek private schools

This paper explores the processes involved in talent acquisition practices, including recruitment, selection, and professional development within the context of private schools in Greece. Unlike the standardized recruitment and selection processes observed in the Greek public educational sector, which assess formal qualifications alongside social criteria, the private sector in Greece adopts a talent acquisition approach primarily based on job-matching theory. The theoretical section of the paper examines the divergence in talent acquisition processes between the Greek public and private educational sectors. In the empirical research section, the study presents findings from qualitative research conducted through semi-structured interviews with 15 managers from private schools in Northern Greece. Thematic analysis was employed for data analysis, with convenience sampling utilized as the sampling method. The research aims to capture managers' perspectives on selection methods, training practices, and professional development initiatives for educational staff. The findings highlight the emphasis placed on soft skills during the recruitment process, the diverse blend of skills and qualifications that form the occupational profile demanded and the significant role of managers in facilitating the professional growth of educational staff.

THE RELATIONSHIP BETWEEN EMOTIONAL COMPETENCE, SOCIAL ENTREPRENEURIAL OUTCOME EXPECTATIONS AND SOCIAL ENTREPRENEURIAL INTENTION

This study investigates the influence of four dimensions of emotional competence, including self-awareness, empathy, motivation, self-regulation and social skills on the social entrepreneurial intention of students through social entrepreneurial outcome expectations. Based on a data set of 482 final year students, the results of the study show that self-awareness, self-regulation and self-motivation affect social entrepreneurial intention and outcome expectations. In contrast, empathy and social skills only directly affect social entrepreneurial intention. This study suggests that higher educators and policymakers incorporate emotional competency development into the higher education process. Higher education should be the place to nurture a generation of emotionally competent and socially conscious entrepreneurs by establishing an educational environment that values and develops emotional intelligence and by providing practical, encouraging experiences that align with the tenets of social enterprise.

Athletic Identity Associations in Young Sports Medicine Patients.

Few studies have assessed athletic identity levels in young patients. This study examined athletic identity in adolescents and explored associations between athletic identity, patterns of sport participation, and coping skills. Patients aged 12 to 18 years who received sports medicine care completed a one-time, voluntary, anonymous survey. Surveys included demographics, sport participation information, Athletic Identity Measurement Scale (AIMS), and Athletic Coping Skills Inventory (ACSI). Statistical analysis included Fisher exact test, Student t test, Wilcoxon rank sum test, Kruskal-Wallis test, and Pearson correlation. Three hundred thirty-four patients (mean ± SD age 15.0 ± 1.8 years, 64.7% girls) completed questionnaires. The mean AIMS and ACSI scores were 45.2 ± 11.5 and 50.2 ± 10.9, respectively. No notable differences were observed in AIMS scores between age groups or sexes. An increase in mean AIMS scores (higher athletic identity) was seen with greater weekly hours of sport participation (P < 0.001) and months per year of primary sport participation (P < 0.001). Multisport per season athletes had higher AIMS scores than single-sport athletes (48.2 ± 10.1 vs. 43.0 ± 11.9, P < 0.001). Team sport athletes reported higher athletic identities than individual sport athletes (47.0 ± 10.7, 41.4 ± 11.4, P < 0.001). Athletic Identity Measurement Scale scores positively correlated with ACSI scores (r = 0.31, P < 0.0001). Athletes with the highest athletic identity had markedly higher scores on ACSI subscales of Coachability, Concentration, Confidence and Achievement Motivation, Goal Setting and Mental Preparation, and Peaking Under Pressure than athletes with the least athletic identity. However, those with the highest athletic identities reported significantly lower scores on the ACSI Freedom From Worry subscale (P < 0.001). Athletic identity did not differ among adolescents by age or sex. Athletic identity was higher in team sport athletes and those with increased sport participation volumes. While high athletic identity was associated with higher scores on favorable coping skill dimensions, these athletes may also worry more, potentially placing them at greater psychological risk after injury.

Can technology-based intervention improve collaboration skills: a meta-analysis study

ABSTRACT Collaboration skills are essential in the 21st century. As technology becomes increasingly integrated into teamwork, many studies have found that technology plays an important role in the development of collaboration skills. However, it is difficult to determine the effect of technology-based intervention in this respect. To explore the relationship between technology-based intervention and collaboration skills, we conducted a meta-analysis of 39 studies of this topic reported in 34 articles. The results show that technology-based intervention has a positive correlation with collaboration skills. Moreover, multiple factors, including technology category, learning space, learning stage, discipline, and collaboration skills dimension, significantly moderate the relationship. These findings suggest that collaboration skills are closely related to technology and its application methods. Overall, this study not only comprehensively reveals the complex effect of technology-based intervention on collaboration skills, but the findings also have important implications for research on technology-based intervention in promoting such skills.

Interpersonal Skill Overview in the Creative Economy Entrepreneurs in Jakarta

Entrepreneurial concept and creative economy both have common key points that are creativity and innovation. Entrepreneurs use their creativity to create innovation in order to win the business competition. Creative economy has shifted the manufacturing era to the information services era that based on human resources. Nowadays creative economy increasingly plays an important role for Indonesian economy which can be seen in its contribution to Indonesian GDP, numbers of job field creation and export value. Interpersonal skills is necessary and crucial to determine successful of the business. This research was aims to observe and analyze the interpersonal skill of entrepreneurs in creative industry in Jakarta. This research was descriptive research with quantitative and qualitative data analysis. Quantitative data was obtained through questionnaires distributed to 150 entrepreneurs in creative industry as respondents in Jakarta and qualitative data obtained through interview to 15 selected respondents. Based on quantitative data, this research showed that according to respondents “leaders who have capability to give direction” was considered as the most important factor of interpersonal skill, while the “ability to influence others” was considered as the most important dimension. Respondents considered those interpersonal skills factor and dimension as the prominent element to determine their success in business. While based on qualitative data showed that no interpersonal skill dimension was considered as the prominent one, but each dimension will be proper for each different circumstance that they encounter.

Empowering or backfiring? The paradoxical effects of digital media skills on depression through (mis)information sharing on social media

This study proposed and tested a novel theoretical framework of media empowerment regarding the relationship between digital media skills and mental health as well as the complex mechanism linking the two. This study utilized an online survey of a representative sample of Shanghai residents (N = 916) to examine the interconnections among digital media skills, (mis)information sharing, and mental health. The findings revealed that the empowerment mechanisms of digital media skills on depression were contradictory at the individual and community levels. For the two dimensions of digital media skills, information skills directly reduced levels of depression but indirectly aggravated depression by promoting misinformation sharing; in contrast, social skills alleviated depression by mitigating misinformation sharing. Furthermore, risk perception positively moderated the relationship between misinformation sharing and depression. This study contributes to the media empowerment literature by empirically demonstrating a linkage between developed digital media skills and media empowerment in the aspect of mental health in the digital age. This study also innovatively highlights specific psychosocial elements of the empowerment processes from a communication perspective.

The SSIS SEL Brief Scales – Student Form: Examining the Structural Validity of a Portuguese Version

Abstract Background Despite the increased use of social and emotional learning (SEL) programs, empirical research is hindered by lengthy assessment options, difficult to fit into educational contexts. To cover these needs, the Social Skills Improvement System SEL Brief Scales – Student Form (SSIS SELb-S) was developed. Although it has been translated into several languages, a Portuguese version with sound psychometric properties is still missing. Objective This study aimed to develop the Portuguese version (SSIS SELb-Spt) and to examine its psychometric properties. METHODS: After translating the original SSIS SELb-S to Portuguese, the instrument was administered to 200 5th graders, along with self- and hetero-report measures of school well-being and involvement, peer acceptance, and academic achievement. We examined the SSIS SELb-Spt factorial validity and reliability, tested its correlations with external correlates, and examined the instruments’ predictive validity. Results Results supported a three-factor structure of the scale, which included the dimensions of intrapersonal and interpersonal skills, and responsible decision-making. Correlations with external correlates were in the expected direction. Moreover, the scale predicted school involvement and later academic achievement. Conclusion This study seems to corroborate and extend previous knowledge about the validity of SSIS SELb-S, offering validity and reliability evidence on the scale’s three-factor structure.